Vital Relationships: Classroom as an Ongoing Research Setting
This paper considers the potential research has in transforming subjects and their knowledge, and for this, it finds in education a possibility of growing and being acknowledged, from diverse categories, as a formative strategy and as a tool required in the responsibility a professional has with bot...
- Autores:
- Tipo de recurso:
- http://purl.org/coar/resource_type/c_6525
- Fecha de publicación:
- 2014
- Institución:
- Universidad Pedagógica y Tecnológica de Colombia
- Repositorio:
- RiUPTC: Repositorio Institucional UPTC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uptc.edu.co:001/13379
- Acceso en línea:
- https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/3025
https://repositorio.uptc.edu.co/handle/001/13379
- Palabra clave:
- education
formation
research
teacher
transformation.
educación
formación
investigación
maestro
transformación.
éducation
formation
recherche
maître
transformation
educação
formação
pesquisa
professor
transformação
- Rights
- License
- http://purl.org/coar/access_right/c_abf26
| id |
REPOUPTC2_45b883490141cc9f34ad0e4eddabac30 |
|---|---|
| oai_identifier_str |
oai:repositorio.uptc.edu.co:001/13379 |
| network_acronym_str |
REPOUPTC2 |
| network_name_str |
RiUPTC: Repositorio Institucional UPTC |
| repository_id_str |
|
| dc.title.en-US.fl_str_mv |
Vital Relationships: Classroom as an Ongoing Research Setting |
| dc.title.es-ES.fl_str_mv |
Relaciones vitales: el aula como escenario permanente de investigación |
| dc.title.fr-FR.fl_str_mv |
Relations vitales: la salle de classe comme cadre permanent de recherche |
| dc.title.pt-BR.fl_str_mv |
Relações Vitais: A Sala de Aula Como Cenário Permanente de Pesquisa |
| title |
Vital Relationships: Classroom as an Ongoing Research Setting |
| spellingShingle |
Vital Relationships: Classroom as an Ongoing Research Setting education formation research teacher transformation. educación formación investigación maestro transformación. éducation formation recherche maître transformation educação formação pesquisa professor transformação |
| title_short |
Vital Relationships: Classroom as an Ongoing Research Setting |
| title_full |
Vital Relationships: Classroom as an Ongoing Research Setting |
| title_fullStr |
Vital Relationships: Classroom as an Ongoing Research Setting |
| title_full_unstemmed |
Vital Relationships: Classroom as an Ongoing Research Setting |
| title_sort |
Vital Relationships: Classroom as an Ongoing Research Setting |
| dc.subject.en-US.fl_str_mv |
education formation research teacher transformation. |
| topic |
education formation research teacher transformation. educación formación investigación maestro transformación. éducation formation recherche maître transformation educação formação pesquisa professor transformação |
| dc.subject.es-ES.fl_str_mv |
educación formación investigación maestro transformación. |
| dc.subject.fr-FR.fl_str_mv |
éducation formation recherche maître transformation |
| dc.subject.pt-BR.fl_str_mv |
educação formação pesquisa professor transformação |
| description |
This paper considers the potential research has in transforming subjects and their knowledge, and for this, it finds in education a possibility of growing and being acknowledged, from diverse categories, as a formative strategy and as a tool required in the responsibility a professional has with both his/her discipline and the knowledge generation. Based on this, the characteristic elements of a teacher’s day-to-day work are analyzed, defining in this way (a) Pedagogy as a guide in human being formation, (b) Didactics as a set of strategies designed for an impartial relationship between teaching and learning, strengthening the studentteacher relationship, (c) Curricula as the organization, prioritization and analysis of the knowledge flowing in the classroom, and (d) Evaluation as an assessment element of the whole process to redefine it. Finally, the conjunction of these elements with the research structural aims is explained to generate one of many proposals, that supports teachers in their decision to research, which does not mean wasting time or available resources. |
| publishDate |
2014 |
| dc.date.accessioned.none.fl_str_mv |
2024-07-05T19:04:08Z |
| dc.date.available.none.fl_str_mv |
2024-07-05T19:04:08Z |
| dc.date.none.fl_str_mv |
2014-07-02 |
| dc.type.none.fl_str_mv |
info:eu-repo/semantics/article |
| dc.type.coar.fl_str_mv |
http://purl.org/coar/resource_type/c_2df8fbb1 |
| dc.type.coarversion.fl_str_mv |
http://purl.org/coar/version/c_970fb48d4fbd8a85 |
| dc.type.coar.spa.fl_str_mv |
http://purl.org/coar/resource_type/c_6525 |
| dc.type.version.spa.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
| dc.type.coarversion.spa.fl_str_mv |
http://purl.org/coar/version/c_970fb48d4fbd8a109 |
| format |
http://purl.org/coar/resource_type/c_6525 |
| status_str |
publishedVersion |
| dc.identifier.none.fl_str_mv |
https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/3025 10.19053/22160159.3025 |
| dc.identifier.uri.none.fl_str_mv |
https://repositorio.uptc.edu.co/handle/001/13379 |
| url |
https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/3025 https://repositorio.uptc.edu.co/handle/001/13379 |
| identifier_str_mv |
10.19053/22160159.3025 |
| dc.language.none.fl_str_mv |
spa |
| dc.language.iso.spa.fl_str_mv |
spa |
| language |
spa |
| dc.relation.none.fl_str_mv |
https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/3025/2740 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/3025/html |
| dc.rights.coar.fl_str_mv |
http://purl.org/coar/access_right/c_abf2 |
| dc.rights.coar.spa.fl_str_mv |
http://purl.org/coar/access_right/c_abf26 |
| rights_invalid_str_mv |
http://purl.org/coar/access_right/c_abf26 http://purl.org/coar/access_right/c_abf2 |
| dc.format.none.fl_str_mv |
application/pdf text/html |
| dc.publisher.es-ES.fl_str_mv |
Universidad Pedagógica y Tecnológica de Colombia |
| dc.source.en-US.fl_str_mv |
Praxis & Saber; Vol. 5 No. 10 (2014): Investigación en Educación; 121 - 139 |
| dc.source.es-ES.fl_str_mv |
Praxis & Saber; Vol. 5 Núm. 10 (2014): Investigación en Educación; 121 - 139 |
| dc.source.fr-FR.fl_str_mv |
Praxis & Saber; Vol. 5 No 10 (2014): Investigación en Educación; 121 - 139 |
| dc.source.it-IT.fl_str_mv |
Praxis & Saber; V. 5 N. 10 (2014): Investigación en Educación; 121 - 139 |
| dc.source.pt-BR.fl_str_mv |
Praxis & Saber; v. 5 n. 10 (2014): Investigación en Educación; 121 - 139 |
| dc.source.none.fl_str_mv |
2462-8603 2216-0159 |
| institution |
Universidad Pedagógica y Tecnológica de Colombia |
| repository.name.fl_str_mv |
Repositorio Institucional UPTC |
| repository.mail.fl_str_mv |
repositorio.uptc@uptc.edu.co |
| _version_ |
1839633788671361024 |
| spelling |
2014-07-022024-07-05T19:04:08Z2024-07-05T19:04:08Zhttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/302510.19053/22160159.3025https://repositorio.uptc.edu.co/handle/001/13379This paper considers the potential research has in transforming subjects and their knowledge, and for this, it finds in education a possibility of growing and being acknowledged, from diverse categories, as a formative strategy and as a tool required in the responsibility a professional has with both his/her discipline and the knowledge generation. Based on this, the characteristic elements of a teacher’s day-to-day work are analyzed, defining in this way (a) Pedagogy as a guide in human being formation, (b) Didactics as a set of strategies designed for an impartial relationship between teaching and learning, strengthening the studentteacher relationship, (c) Curricula as the organization, prioritization and analysis of the knowledge flowing in the classroom, and (d) Evaluation as an assessment element of the whole process to redefine it. Finally, the conjunction of these elements with the research structural aims is explained to generate one of many proposals, that supports teachers in their decision to research, which does not mean wasting time or available resources.El documento plantea el potencial de la investigación en la transformación del sujeto y su conocimiento: para ello encuentra en la educación una posibilidad de crecer y de ser reconocida desde diversas categorías en tanto estrategia formativa y como herramienta necesaria en la responsabilidad del profesional con su disciplina, así como con la generación de conocimiento. A partir de allí se analizan los elementos que le son propios al docente en su quehacer cotidiano, definiendo así: (a) la pedagogía como guía en la formación del ser humano, (b) la didáctica como las estrategias que se diseñan para la relación ecuánime entre enseñanza y aprendizaje, afianzando la relación maestroestudiante, (c) el currículo como la organización, priorización y análisis de saberes que fluyen en el aula, y (d) la evaluación como elemento valorativo de todo el proceso para su resignificación. Finalmente se expone la conjunción de dichos elementos con los propósitos estructurales de la investigación para generar una propuesta, de tantas posibles, que apoye al maestro en la decisión de investigar sin que ello implique un gasto innecesario de tiempo y recursos a su disposición. Le document présente le potentiel de la recherche dans la transformation du sujet et sa connaissance, pour ce faire, il trouve dans l’éducation une possibilité de croître et d’être reconnu selon diverses catégories en tant que stratégie formative et comme outil nécessaire dans la responsabilité du professionnel avec sa discipline, ainsi que la création de connaissances. Partant de là, les éléments propres à l’enseignant dans ses tâches quotidiennes sont analysés, en définissant: (a) la pédagogie comme étant le guide dans la formation de l’être humain, (b) la didactique comme les stratégies créées pour la relation équitable entre l’enseignement et l’apprentissage, en renforçant la relation maître-étudiant, (c) le cursus en tant qu’organisation, priorisation et analyse des savoirs qui découlent dans la salle de classe, et (d) l’ évaluation comme élément de mesure de tout le processus pour sa resignification. Finalement la conjonction de ces éléments est exposée dans des buts structuraux de recherche afin de créer une proposition, parmi plusieurs possibles, qui puisse aider le maître dans sa décision de recherche sans que cela implique une perte de temps inutile mettant les ressources à sa dispositionO texto explana o potencial da pesquisa na transformação do sujeito e seu conhecimento, para isto encontra na educação uma possibilidade de crescer e de ser reconhecida desde diversas categorias como estratégia formativa e como instrumento necessário na responsabilidade do profissional com a sua disciplina, assim como com a geração de conhecimento. A partir de aí se analisam os elementos que lhe são próprios ao docente em seu fazer diário, definindo assim: (a) a pedagogia como guia na formação do ser humano, (b) a didática como as estratégias que se delineiam para a relação equitativa entre ensino e aprendizagem, consolidando a relação maestroaluno, (c) o currículo como a organização, priorização e análise de saberes que nascem na sala de aula, e (d) a avaliação como elemento valorativo de todo o processo para a sua resignificação. Finalmente se expõe a conjunção de ditos elementos com os propósitos estruturais da pesquisa para gerar uma proposta, de tantas possíveis, que ajude ao professor na decisão de pesquisar sem que isto implique um gasto desnecessário de tempo e recursos a sua disposição.application/pdftext/htmlspaspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/3025/2740https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/3025/htmlPraxis & Saber; Vol. 5 No. 10 (2014): Investigación en Educación; 121 - 139Praxis & Saber; Vol. 5 Núm. 10 (2014): Investigación en Educación; 121 - 139Praxis & Saber; Vol. 5 No 10 (2014): Investigación en Educación; 121 - 139Praxis & Saber; V. 5 N. 10 (2014): Investigación en Educación; 121 - 139Praxis & Saber; v. 5 n. 10 (2014): Investigación en Educación; 121 - 1392462-86032216-0159educationformationresearchteachertransformation.educaciónformacióninvestigaciónmaestrotransformación.éducationformationrecherchemaîtretransformationeducaçãoformaçãopesquisaprofessortransformaçãoVital Relationships: Classroom as an Ongoing Research SettingRelaciones vitales: el aula como escenario permanente de investigaciónRelations vitales: la salle de classe comme cadre permanent de rechercheRelações Vitais: A Sala de Aula Como Cenário Permanente de Pesquisainfo:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_6525http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a109http://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/access_right/c_abf26http://purl.org/coar/access_right/c_abf2Orrego Noreña, Jhon FredyToro González, Luz Elena001/13379oai:repositorio.uptc.edu.co:001/133792025-07-18 11:43:29.624metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co |